2 Kitap + İngilizce Kartları bir arada + Kolay ve Pratik İngilizce (Yeni) 389 Sayfa 71 Konu - Tüm İngilizce Konuları ve Pratik İngilizce Alıştırmaları ile birlikte. + Read Me Yardımcı Kitabı 220 Sayfa Okuma Parçaları + Şiirler (Hem Türkçe Hem İngilizce) + Testler + Alıştırmalar + Oyunlar + Pratik İngilizce Kartları (Kartlar Çıktı Alınıp Kesilebilir) 22 Sayfa 110 Kart Toplam : 631 Sayfa bir arada.
3 Kitap + İngilizce Kartları bir arada + Kolay ve Pratik İngilizce (Yeni) 389 Sayfa 71 Konu - Tüm İngilizce Konuları ve Pratik İngilizce Alıştırmaları ile birlikte. + Read Me Yardımcı Kitabı 220 Sayfa Okuma Parçaları + Şiirler (Hem Türkçe Hem İngilizce) + Testler + Alıştırmalar + Oyunlar + Kolay ve Pratik İngilizceLite -Özet Bilgilerle Pratik İngilizce 96 Sayfa Günlük Hayatta Restoranda, Otelde, Otobüste Karşılaşabileceğimiz İngilizce İfadeler ve Cevapları + Pratik İngilizce Kartları (Kartlar Çıktı Alınıp Kesilebilir) 22 Sayfa 110 Kart Toplam : 727 Sayfa bir arada.
This book presents the background to the current shift in language education towards action-oriented/action-based teaching, and provides a theorization of the Action-oriented Approach (AoA). It discusses the concepts and theories that paved the way for the AoA and explores their relevance for the way language education is conceived and implemented in the classroom. In the process, it revisits the concept of competence and discusses the dynamic notions of mediation and plurilingualism. The authors explain the way in which the Common European Framework of Reference for Languages (CEFR) and its recent update, the CEFR Companion Volume, broaden the scope of language education, in particular in relation to the actional turn. The book provides scholars and practitioners with a research-informed description of the AoA, explains its implications for curriculum planning, teaching and assessment, and elaborates on its pedagogical implications.
The European Language Portfolio aims to foster the development of learner autonomy, intercultural awareness and plurilingualism. Teachers of particular languages working on their own can use the ELP to promote learner autonomy, but the goals of intercultural awareness and plurilingualism invite us to use the ELP in all foreign language classes at all levels in the school. The guide introduces the language education policy that underpins the ELP, explores the key concepts that it embodies, and explains how to plan, implement and evaluate whole-school ELP projects. The ten case studies published on the project website illustrate various dimensions of ELP use and include practical suggestions and activities for teachers and learners.
This handbook focuses on a revolutionary concept called " Practical Intelligence for Schools" (PIFS) "life skills" that support students' academic skills, and foster a broader understanding of academic purpose.
Why every child needs to learn to code: the shift from “computational thinking” to computational participation. Coding, once considered an arcane craft practiced by solitary techies, is now recognized by educators and theorists as a crucial skill, even a new literacy, for all children. Programming is often promoted in K-12 schools as a way to encourage “computational thinking”—which has now become the umbrella term for understanding what computer science has to contribute to reasoning and communicating in an ever-increasingly digital world. In Connected Code, Yasmin Kafai and Quinn Burke argue that although computational thinking represents an excellent starting point, the broader conception of “computational participation” better captures the twenty-first-century reality. Computational participation moves beyond the individual to focus on wider social networks and a DIY culture of digital “making.” Kafai and Burke describe contemporary examples of computational participation: students who code not for the sake of coding but to create games, stories, and animations to share; the emergence of youth programming communities; the practices and ethical challenges of remixing (rather than starting from scratch); and the move beyond stationary screens to programmable toys, tools, and textiles.
This is an introductory text on social research, useful for a student or a practitioner who has had limited background training, or no training, in methodology. It differs from other existing texts in that equal treatment has been given to three topics which are usually either treated separately or given different amounts of attention: theory construction, the use of statistics, and the procedures of social research (generally known as "research methods").
